(共34张PPT)
Unit
5
I
can
sing
Lesson
19
Game
Who
is
the
No.1?
Look
at
the
pictures
and
read
the
words
quickly.
run
jump
---
Can
you
jump?
---
Yes,
I
can.
Let's
jump.
sing
dance
swim
---
Can
you
fly?
---
No,
I
can't.
Who
can
fly?
Who
can
read
this
book?
Let's
read
this
book.
I
can
read
this
book.
Role
Play
Pair
Work
One
is
Lala,
and
the
other
is
Bird.
I
can
read.
Can
you
read?
Yes,
I
can.
Let's
read
this
book.
---
Can
you
...
?
---
Yes,
I
can.
Let's
...
.
Let's
act
Read
the
dialogue
and
draw
the
picture.
---
Can
you
draw
?
---
Yes,
I
can.
Let's
draw
a
boat.
a
boat
a
cake
a
kite
a
cup
a
boat
a
bird
Free
talk
Hello,
I'm
a
little
girl.
My
name
is
Kirsti.
Yes,
I
can.
Can
you
read
?
Can
you
draw?
Can
you
guess?
a
skirt
Find
out
the
same
part
找出相同的部分
a
bird
a
girl
a
skirt
Let's
spell
f
ir
m
s
ir
ir
sh
t
Big
bird,
big
bird,
Bring
back
my
skirt.
Little
girl,
little
girl,
Here
is
your
skirt.
Big
bird,
big
bird,
Bring
back
my
skirt.
Little
girl,
little
girl,
Here
is
your
skirt.
Thank
you,
Big
bird!
We
should
be
grateful,
so
that
we
would
be
happy.
Home
work
Draw
some
pictures
and
send
the
card
to
others.
Recreat
the
song,
Yes,
I
can.
Recreat
the
song
Little
girl,
little
girl,
can
you
fly?
No,
I
can't.
No,
I
can't.
I
can't
fly.
Little
girl,
little
girl,
can
you
read?
Yes,
I
can.
Yes,
I
can.
I
can
read.
Little
bird,
little
bird,
can
you
clap?
No,
I
can't.
No,
I
can't.
I
can't
clap.
Little
bird,
little
bird,
can
you
fly?
Yes,
I
can.
Yes,
I
can.
I
can
fly.
Elephant,
elephant,
can
you
fly?
No,
I
can't.
No,
I
can't.
I
can't
fly.
Elephant,
elephant,
can
you
stomp?
Yes,
I
can.
Yes,
I
can.
I
can
stomp.
Little
fish,
little
fish,
can
you
stomp?
No,
I
can't.
No,
I
can't.
I
can't
stomp.
Little
fish,
little
fish,
can
you
swim?
Yes,
I
can.
Yes,
I
can.
I
can
swim.
run
jump
sing
dance
---
Can
you
?
---
Yes,
I
can.
Let's
.
No,
I
can't.
draw
read
Free
Talk
Talk
with
your
friends
Invite
him
or
her
to
do
with
you.
You
can
go
around
the
classroom.Unit
5
I
can
sing
Lesson
19
教案
一
教学背景分析
教学内容：
本课教学内容是北京版英语一年级上册第五单元第本单元的主题围绕ability，与学生的的生活实际紧密相关。第一课时学习表达自己能够做什么I
can
...，第二课时与本课时内容为询问别人会不会做某事并进行邀请。在生活中，学生想要和朋友一起玩耍，就要关注他人的兴趣和爱好，学会询问是否会做某事，得体的发出邀请。
本课包括Listen?and?say，Let's?act,?Point?and?say以及Let's?say四个板块。Listen?and?say板块呈现的是Guoguo、Maomao、Lala和Bird在公园中一起玩耍的情境，他们询问对方是否会读书和画画，并向对方提出邀请。Let's?act板块再次呈现重点交际句型，并要求学生在模拟情境中学会使用Can?you?draw??Yes,?I?can.?Let’s?draw?a?bird.”。Point?and?say板块呈现语音词汇a?bird、a?girl、a?skirt，单词易于理解，但读准不易，通过五位联系帮助学生读准音。Let's?say板块呈现的一段关于小女孩丢失短裙，大鸟帮忙找回的小韵文，再次复现Point?and?say板块中所学的语音词汇，进一步巩固操练。此版块的主要目的是通过韵文朗读，感知英语的韵律，要求学生能够听懂、会说、能认读。
学生情况
年龄特点：本课授课的对象是一年级学生。这个年龄的学生活泼好动，喜欢直观形象思维，对游戏、竞赛特别感兴趣。他们容易被多样的形式吸引，比如图片、音乐、视频等，可以调动学生的学习热情。然而，一年级的学生注意力集中时间较短，需要多种活动不断吸引学生的注意。?
能力特点：一年级学生在上半学期已经学习了一段时间的英语，具备一定的基础，能够进行非常简单的口语交际。学生英语素养较好，初步形成了小组合作的能力。?
知识特点：?
①?学生的已知：学生在Lesson?17、Lesson?18学过“I?can...”“Can?you?play?ping-pong???Yes,?
I?can.”的句型，并且Lesson?18出现了“Let's?go?out?and?play.”，学生对“Let's?...”有初步的了解。?
②?学生的新知：语言方面学生重点学习“Can?you?read?”“?Can?you?draw?”“Yes,?I?can.?
Let’s?draw?a?bird.”，询问能否做某事并提出邀请。学习“a?bird,?a?skirt,?a?girl”等语音词汇。?
教学手段：?
通过课堂加分评价系统，引导学生积极参与课堂活动；通过表演对话，调动学生积极性；将单词和肢体动作联系起来，帮助学生更好地结合音义，准确地表达小韵文；通过词卡、ppt闪现等环节复习所学单词。?
技术准备：计算机；多媒体ppt演示文稿?
物品准备：感恩节贺卡、短裙、单词卡片、各种贴纸
?教学目标：?
?能听懂、会用“Can?you?...??”在相应的情景中互相询问及回答，并根据回答情况用“Let's?...?.”相对方发出一起做某事的邀请。?
?能听懂、会说，并能初步整体认读a?bird,?a?skirt,?a?girl，感知它们所含有的共同音素/?:/。??能模仿录音朗读、表演小韵文Big?Bird，感受其韵律。??能够感谢身边的人、事、物，引导学生常怀感恩之心。?
?
教学重点：?
?根据回答情况用“Let's?...?.”向对方发出一起做某事的邀请。??读准含有元音音素/?:/的单词a?bird，a?skirt，a?girl。??有节奏地朗读韵文。?
教学难点：?
?准确理解let’s?read?this?book的意思。?
?单词skirt的sk的发音，第二个清辅音的浊化现象。
教学过程
?Warm?up(3’)?
1.?歌曲导入,引入评价体系?
T:?Hello,?boys?and?girls.?How?are?you?today??
S1:?I’m?very?happy,?and?you???
S2:?I’m?very?good,?thank?you.?
T:?I’m?happy?today.?Yesterday?was?Thanksgiving?Day.?Here?are?three?thanksgiving?poster.?Today?we?have?three?groups?and?each?group?has?a?poster.?If?you?do?well,?Ms?Wang?will?give?you?some?materials.?Ok??Now?let’s?sing?a?song.?If?you?sing?well?and?dance?well,?you?will?get?a?lollipop.??
?T?asks?two?students?to?be?little?teachers,?guiding?the?whole?class?to?sing?and?dance.?
【设计意图】
上课伊始，引导学生了解本节课的评价方式。昨天是感恩节，每组一张感恩节海报，表现良好的小组将会获得装饰素材。学生通过个体、团队的努力为所在团队赢得荣誉。学生正处低年级，新颖、有效的评价方式能够激发学生兴趣，对整节课的教学效果起着重要作用。通过歌曲《Yes,?I?can》，活跃课堂氛围，复习所学句型，为本节课学习做好铺垫。鼓励学生作为小老师领唱，做到课堂以学生为主体。学生能自主完成的，老师不包办代替。?
引入游戏，复习动词?
T:?Now?look?at?the?picture.?Read?quickly?and?act.??S:?Jump.?T:?Can?you?jump??S:?Yes,?I?can.??T:?Let’s?jump.??
T:?Can?you?fly??Who?can?fly?（播放鸟叫的声音）?S:?bird.?
【设计意图】
通过游戏复习所学动词，并引入“Let's?...”句型，让学生初步感知句子的意义及用法。自然引入单词“bird”，学习本节课的语音词汇。??
?
Listen?and?say?(20’)
学习对话
认识人物，观察图片信息?
T:?Yes,?bird?can?fly.?Today?we?have?a?new?friend,?Bird.?Let’s?read.(拼读并贴单词)Let’s?say?hello?to?bird.S:?Hello,?bird.?Look,?who?is?he??S:?He?is?Lala.?
T:?What’s?in?Lala’s?hand??S:?It’s?a?book.?
初听理解对话?
T:?Maybe?they?are?talking?about?the?book.?Who?can?read?this?book?(边说边做动作)?LaLa?or?Bird??Now?let’s?watch?the?video?and?answer?the?question.(播放无字幕视频)?
S:?Lala?and?Bird?can?read?this?book.??
T:?Let’s?check?the?answer.?(播放音频1)?What?does?Lala?say??
?S:?I?can?read.?Can?you?read,?Bird??
T:?Yes,?can?you?read??(带领学生一起读，板书重要句型)?T:?What?does?Bird?say??
S:?Yes,?I?can.?Let’s?read?this?book.??
T:?Is?he?right??Let’s?check?the?answer.(播放音频2)?
T:?Yes,?I?can.?Let’s?read?this?book.(带领学生一起读，板书重要句型)?read,?this?book.?Show?me?your?book(教师拿起书，做动作并带读)?
听录音模仿跟读?
T:?Now?let’s?read?after?video.?If?you?read?well,?you?will?get?a?little?mouth.(放录音，跟读句子)?T:?Now?let’s?act.?I’m?Lala.?You’re?Bird.?T:?Now?I’m?Bird.?You’re?Lala.?
（4）角色扮演?
T:?Everybody,?can?you?read?this?book.?I?can?read.?He?is?Monkey?King.?His?name?is?Sun?Wukong.?Go?quickly.?I?can?fly.?Can?you?fly,?Bajie??Yes,?I?can.?I?can?fly.(教师讲的时候发出呼噜声，增加趣味性)?T:?Now?let’s?have?a?role-play.?I’m?Lala.?Who?will?be?Bird?(教师和学生示范，并一起读手中的书)?T:?Now?let’s?have?a?pair-work.?One?is?Lala,?the?other?is?Bird.?Begin.?Two?pairs?show.?
【设计意图】
引导学生观察非文本信息，猜测对话内容。教师自主设计Lala手中书的具体内容（Can?you?...？）并呈现给学生，带领学生一起朗读，不仅让学生理解“Let’s?read?this?book”的含义，也带领学生又操练重点句型，一举两得。学生每人手中都拿有一本Money?King的小书，和老师一起做动作，更易于理解“read?this?book”的含义并流畅读出词组。??
2.学习对话
（1）认识人物，观察图片信息?
T:?Look?at?this?picture.?Who?are?they???S:?Guoguo?and?Maomao.?T:?What’s?in?Guoguo’s?hand??S:?Color?pens.?
T:?Guess,?what?do?they?say??Ss?try?to?say?the?sentences.?
（2）初听理解对话?
T:?Are?you?right??Let’s?watch?the?video?and?check.(播放视频)，?
T:?You’re?right.?Guoguo?says,?can?you?draw??Look,?I?can?draw?a?bird.?(带读draw，板书draw)?T:?What?does?Maomao?say??
S:?Yes,?I?can.?Let’s?draw?a?bird.(带读draw?a?bird,?板书draw?a?bird)?T:?Let's?read?after?the?video.??（4）分角色表演对话?
T:?Now?let’s?act.?Who?will?be?my?partner??Here?is?a?thanksgiving?card.?We?can?draw?some?pictures?together.?(表演对话，并拿出贺卡，和学生一起画)?
T:?Let’s?have?a?pair-work.?Draw?whatever?you?like.?Please?be?quick.????????
【设计意图】
鼓励学生大胆猜测对话内容，提升学习成就感，也让语言学习更具思维含量。每组学生都有一张感恩节贺卡，学生说出“Let’s?draw?...”，并自然在卡片上一起画画出自己想画的东西。这不仅让学生更换词汇、进一步操练句型，营造真实情境运用语言，而且联结之前所学词汇，复习巩固旧知，操练学习新知。卡片上有中文田字格及英文提示语，学生可以根据提示语画画，写汉字，打破学科概念，旨在用语言去学习科学文化知识、情感态度、思维品质。??
?Let's?act?(5’)?
T:?After?class,?you?always?play?together.?Can?you?invite?someone?to?play?with?you??For?example...?.(教师与学生互相问答，并做动作)?This?paper?will?help?you.?That’s?free?talk?and?you?can?go?around?the?
?7?
classroom.(播放音乐，互相问答)
?Ss?talk?and?act.?
【设计意图】
通过Key?words和语言支架的支持，学生在真实的情境中询问对方能做什么，并提出邀请。学生可以询问并邀请喜欢的朋友一起做动作，突出学生的主体地位和自主性。?????????
?Point?and?say?(6’)?
学习并操练语音词汇?
T:?Today?we?have?a?new?friend,?Bird.?Also?another?new?friend?is?coming.?Who?is?she?（播放录音1）?T:?Let’s?say?hello?to?the?little?girl.?(带读girl，板书girl)?T:?What’s?her?name??(播放录音2)?
S:?Kirsti.?How?are?you?Kirsti.(引导学生用所学问候语打招呼)?
T:?Can?she?read??Can?she?draw??Let’s?ask.(引导学生用本课重点句型询问)?S:?Can?you?read??Can?you?draw??
T:?Yesterday?was?Thanksgiving?Day.?Kirsti?wanted?to?send?a?gift?to?her?mother.?Can?you?guess???S:?A?boat??A?coat??A?cake...?
T:?Look,?it’s?a?skirt.?(带读，板书，拿出一条真正的短裙)?
T:?Let’s?pass?it?and?read?one?by?one.?When?music?stops,?the?one?who?takes?the?skirt?will?get?a?star.?T:?Look?at?the?three?words.?Follow?Ms?Wang.(带领学生边说单词边做动作)?T:?I?do?action?and?you?say?the?word.?
T:?Close?your?eyes.?I?say?the?word?and?you?do?action.?
拼读拓展单词??
T:?Look,?who?can?find?the?same?part.?Please?read?after?me.(引导学生找到ir，并感受发音)?T:?Now?look?at?theses?words.?Who?can?spell??Just?try.??
??
???
【设计意图】
用所学问候语和小女孩打招呼，不仅复习旧知，而且通过旧知学习新知。女孩的名字Kirsti，也含有ir，让学生不断感受发音。通过猜测礼物，引发学生思考。让学生传递裙子并读出单词，激发学习兴趣，增强趣味性，之后学生自己拿着裙子，为接下来学习“Bring?back?my?skirt”做了情境铺垫。教师在本节课中尽可能多的使用let’s?spell，let's?read，let's?act等，不断让学生感受句型的意义和用法。??
?Let’s?say?(5’)?
T:?Now?listen,?the?girl?is?crying.(播放哭泣的声音)?Why?(播放风吹的声音)Wind?is?blowing.?The?skirt?is?missing.?So?the?little?girl?says...(播放韵文音频)?
T:?Now?let’s?help?the?little?girl.(引导学生一起说韵文。此时，教师突然发现自己的裙子不见了，让学生还给自己)?
T:?Big?bird?says...(播放韵文音频，并引导学生一起说韵文)?T:?Now?let's?read?and?act.(引导学生边说边做)?
T:?Big?bird?is?very?good.?He?helps?the?girl.?So?we?should?say?thank?you?to?him.?S:?Thank?you,?big?bird.?
T:?Everybody,?yesterday?was?Thanksgiving?day.?We?should?say?thank?you?to?our?teachers,?our?friends?and?others.?We?should?be?grateful?so?that?we?will?be?happy?men.??
【设计意图】
通过女孩哭声、风声，讲述韵文故事，生动有趣，易于理解。教师找回刚才留在学生手中的裙子，运用语言“Bring?back?my?skirt”，自然而然的让学生了解句子含义。大鸟帮助女孩找回裙子，学生感谢大鸟，进而引导学生感谢身边的老师、朋友、父母等，常怀感恩之心，才能幸福快乐，旨在用语言去学习情感态度，渗透德育教育。??
?Homework(1’)?
T:?Draw?some?pictures?and?send?the?card?to?others.?Say?thank?you?to?them.?Creat?the?song,?Yes,?I?can.?For?example,?little?girl,?little?girl,?can?you?clap??Yes,?I?can...?
【设计意图】
继续创作卡片，将卡片送给想感谢的人，进一步引导学生懂得感恩。创编上课伊始学生唱的歌曲Yes，I?can，培养学生的创造性和运用语言的能力，作业形式创新有趣，激发学生的学习兴趣。?
????????????
?
?
学习效果评价设计?
评价方式：?
小组评价：课前教师将感恩节海报贴在黑板上，写好每一组的名字。表现良好的小组会获得海报装饰物，比如棒棒糖贴纸等。获得最多装饰物的小组获胜，这节课完成之后，这张海报自然而言就变成了一份精美的礼物，孩子们可以张贴到自己的班级中，作为小组胜利的纪念。在评价过程中，学生被分为三组，这样分组有益于课上的合作环节。?
口头评价：教师用good,excellent,wonderful等词汇评价学生，将课堂评价语贯穿于课堂始终。?
物质奖励：每个小组通过自己的努力，最终获得精美的带有装饰物的海报。
